few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Standard options: 
A. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
B. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?


Thought: In this activity, students write word problems that compare coin amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_center_000269

2
options: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Recognize and represent proportional relationships between quantities.
problem_activity: Optional activity
The purpose of this activity is for students to find a fractional percent increase.
Look for students who calculate the percentage first and then add them together, and students who multiply by 1.08 and 1.008, respectively.
Launch
Students in groups of 2. 4 minutes of quiet work time followed by partner and then whole-class discussion.
Representation: Internalize Comprehension
. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
The population of City A was approximately 243,000 people, and it increased by 8% in one year. What was the new population?
The population of city B was approximately 7,150,000, and it increased by 0.8% in one year. What was the new population?
Student Response
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Anticipated Misconceptions
Students who want to multiply by
\(1 + \frac{p}{100}\)
may have trouble determining where to put the decimal. Have them think about the problem in steps. How can you find 8%? (Multiply by 0.08.) How can you find 0.8%? (Multiply by 0.008.)
Activity Synthesis
Have selected students show solutions, starting with a solution where the percentage is found first and then added to the initial amount, then the approach where one multiplies by 1.08 or 1.008, respectively. Make sure everyone understands both methods. Help students see the connections between these strategies.
Representing, Speaking: MLR7 Compare and Connect.
Use this routine after students present their solutions for calculating the new population of each city. Ask students, "what is the same and what is different about these approaches?" Call students' attention to the different ways students represented the percent increase in their strategies. These exchanges strengthen students' mathematical language use and reasoning based on percent increases with and without fractional amounts.
Design Principle(s): Maximize meta-awareness


correct_option_index: 1